CCstandardsandCAL - Writing Cluster 2 (4, 5, 6)

Writing Cluster 2: Production and Distribution of Writing

W.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.6-8.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

Using MODELS to get started, (Ginni Fair, 2012)

Introduce students to the mode of discourse (e.g., argumentation, informational/explanatory, narrative) that they will be writing.
As a class, have students brainstorm what they already know to be characteristics of that particular type of writing. They should try to brainstorm between 8-10 ideas. Representative students may write these on large sticky notes that will stick to the board.
Explain to the class that the following qualities must be followed in writing a piece in this discourse: (write these on the board) Awareness of audience and purpose (i.e., for whom and why is the piece being written?), Organization (i.e., a beginning, body, end), Idea Development (what serves as evidence for the discipline or for this type of writing?) , Word Choice/Vocabulary (how do writers decide what domain-specific vocabulary to use?), Sentence Structure (is it varied? Correct? Appropriate for the audience?), Grammar/Mechanics (i.e., Capitalization, Usage, Punctuation, Spelling). Have students read the sticky notes that they have brainstormed and allow them, as a class, to classify these attributes under the categories that have been shared.
Read, as a class, a short model together. Tell students to focus on what this writer does effectively to establish an awareness of audience and purpose. After reading the model aloud to the students, add sticky notes under audience and purpose to describe appropriate characteristics there.
Read a second short model in small groups. Each of the groups should be assigned a different writing quality (except audience/purpose since that one has been done… and you might combine Sentence Structure and Grammar/Mechanics). They should identify characteristics that they notice about those areas. As a class, debrief as they add the sticky notes to the board.
(Take the sticky notes and create a checklist to distribute to students later and to use as reference when you conference with students or when they conference with one another.)

Targeted Revision: Teaching students to interpret (Ginni Fair, 2012)

As you read students’ drafts, keep a jot list and identify areas where students seem to be struggling, such as citing/documenting resources, writing engaging leads, adding interpretations, using direct evidence from text, etc. Choose one or two primary needs for class mini-lessons. The following mini lesson would directly assist students in adding interpretations to their body paragraphs.
Choose a few student body paragraphs as examples (don’t use student work from the class where you are demonstrating them as examples unless you have prior permission, though since you are using these examples as negative examples, you may avoid using student examples from the targeted class anyway. So, you might use examples from 1st period to work with 2nd period and from 2nd period to work with 1st period….)
Explain to students that good body paragraphs usually include a combination of some of the following components: topic sentence, direct evidence, interpretations, transitions, other evidence of critical thinking (e.g., synthesis, evaluation, analysis, application, etc., depending upon your goal for the mini lesson).
Read an example paragraph aloud to students, and as a class, help students to identify what components they see. Is there a topic sentence, evidence, etc.? Identify those by coding them, either with a letter (TS for topic sentence, E for evidence, and so on; or use different codes: underline the topic sentence, check mark the evidence, etc.) Have students notice the lack of interpretation in the example body paragraph.
Explain the role of interpretation. Summarization of texts that they have read and that serve as evidence provide the “WHAT” of the paragraph. They give evidence of comprehension. Interpretation explains “SO WHAT.” This gives evidence of higher level thinking. Look again at the example that is provided. Guide students to talk about how the student paragraph could include interpretation. Discuss how the “WHAT” (i.e., the evidence used) needs to be supported by the “SO WHAT” (i.e., interpretation or significance.) This is what moves students’ work beyond reports… it demonstrates the students’ thinking on the topic.
Look at another example and have students work in partners to code and then to make suggestions as to how a “SO WHAT” (or interpretation) sentence could be added.
Direct students to look at their own drafts. Have them choose a body paragraph to code and analyze. Allow them to revise/add sentences for their drafts. They should review the entire body for evidence of interpretation and be prepared at the next class meeting to share their interpretations (either by following up with a related bell ringer, class activity, or conference the next day).

Roundtable Peer Conferencing (Ginni Fair, 2012)

Position desks in a complete circle around the class. Have students pass their drafts to the right three times. At the top of the page, each student should write #1- and his/her name.
Pose a specific question to the group. For example, you might tell students this: “Take a look at the 1st paragraph. Since we have written an argumentative piece, you should see the writer’s claim. If you see it, underline it; if you don’t, write ‘add clear claim’ in the margin.” Wait time… “Now look at each of the three body paragraphs. Can you determine what piece of evidence is the focus of each paragraph? If so, under line it; if not, write ‘what is your topic or evidence for this paragraph?’ Wait time… “If you have an overall comment to make for this student in regard to his/her claim and evidence, go to the last page and write your comment.” Wait time… “Now pass the paper 3 times to the right.”
Now students are going to write #2 – and his/her name. Pose another specific question to the group. For example, you might tell students this: “You were required to use direct quotations in your piece. Look at the board for how these direct quotations should look. Notice you use quotation marks and a citation. Look through your peer’s paper and look for direct quotes. If you find them, check for correctness according to the example on the board. If you don’t find any, write a note to your peer on the last page, explaining where to include direct quotes or providing advice on what kinds of quotes would be useful.” Wait time… “Now pass the paper 3 times to the right.”
At the top of the page, each student should write #3 – name. Last specific question to the group: “I asked you to use specific vocabulary in your piece. Using the highlighters that are available on the desks, highlight specific and powerful science/ss/math/ELA vocabulary that your writer has used.” Wait time… On the board while students are reading, list domain-specific vocabulary that you have stressed or that might be used in the papers. Direct students to review the board and add to the list. Have them write, on the bottom of the peer’s paper, their advice about the use of vocabulary. Encourage them to recommend spots where the paper could be strengthened by using the appropriate terminology.
Have students locate their own papers. Use the rest of the class to have them make corrections or updates to their drafts. If they have questions of their peer reviewers, they may go and quietly ask them to elaborate on their advice. Reminder: the targeted questions that are asked can be adapted to the type or purpose of the piece students have written. Just focus on the issues that you want students to master within the piece.